Author: Matt Icanberry
Date Created: 1/21/2004 5:21:00 PM CST |
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Biology I - Unit 1:Introduction to Biology
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| VITAL INFORMATION |
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Unit Topic:
Introduction to Biology; The Nature of Biology.
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Subject(s):
Science
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Grade/Level:
9-12
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Summary:
This unit is designed to introduce students to Biology, and some of the basic terminology that will be necessary in the later sections. It gives the students a brief view into the realities and challenges of a field biologists task as an ecological manager. The second section of the unit will go into detail on the cellular level of organization. This becomes the foundation for Unit 2 and the activities there.
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| STANDARDS AND SUMMATIVE ASSESSMENT |
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Standards addressed by unit:
 | | | | | | | | | |  WY - Wyoming State Standards (Updated) | | • Subject : SCIENCE
| | • Grade Level : GRADE SPAN 9-12
| | • Content Standard 2: SCIENCE AS INQUIRY: Students demonstrate knowledge, skills, and habits of mind necessary to safely perform scientific inquiry. Inquiry is the foundation for the development of content, teaching students the use of processes of science that enable them to construct and develop their own knowledge. Inquiry requires appropriate field, classroom, and laboratory experiences with suitable facilities and equipment.
| |  Benchmark 1: Students research scientific information and present findings through appropriate means.
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| | Benchmark 3: Students clearly and accurately communicate the result of their own work as well as information from other sources.
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| | • Content Standard 3: HISTORY AND NATURE OF SCIENCE IN PERSONAL AND SOCIAL DECISIONS: Students recognize the nature of science, its history, and its connections to personal, social, economic, and political decisions. Historically, scientific events have had significant impacts on our cultural heritage.
| | • Benchmark 1: Students examine the nature and history of science.
| | Indicator : • As scientific knowledge evolves, it impacts personal, social, economic, and political decisions.
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| | Indicator : • The historical misuse of scientific information to make personal, social, economic, and political decisions.
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| | • Benchmark 2: Students examine how scientific information is used to make decisions.
| | Indicator : • The role of science in solving personal, local, national, and global problems.
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| | Indicator : • The origins, limitations, and conservation of natural resources, including Wyoming examples.
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| | Indicator : • Interdisciplinary connections of the sciences and connections to other subject areas and career opportunities.
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| | • Content Standard 2: SCIENCE AS INQUIRY: Students demonstrate knowledge, skills, and habits of mind necessary to safely perform scientific inquiry. Inquiry is the foundation for the development of content, teaching students the use of processes of science that enable them to construct and develop their own knowledge. Inquiry requires appropriate field, classroom, and laboratory experiences with suitable facilities and equipment.
| | • Benchmark 2: Students use inquiry to conduct scientific investigations.
| | Indicator : • Pose problems and identify questions and concepts to design and conduct an investigation.
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| | Indicator : • Give priority to evidence in drawing conclusions and making connections to scientific concepts.
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| | Indicator : • Clearly and accurately communicate the result of the investigation.
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| | • Content Standard 1: CONCEPTS AND PROCESSES: In the context of unifying concepts and processes, students develop an understanding of scientific content through inquiry. Science is a dynamic process; concepts and content are best learned through inquiry and investigation.
| | • Concept : LIFE SYSTEMS
| | Benchmark 1 : The Cell:
Students explain the processes of life, which necessitates an understanding of relationship between structure and function of the cell and cellular differentiation. They identify activities taking place in an organism related to metabolic activities in cells, including growth, regulation, transport, and homeostasis. Students differentiate between asexual and sexual reproduction.
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| | Benchmark 3: Biological Evolution:
Students explain how species evolve over time. They understand that evolution is the consequence of various interactions, including the genetic variability of offspring due to mutation and recombination of genes, and the ensuing selection by the environment of those offspring better able to survive and leave additional offspring. Students discuss natural selection and that its evolutionary consequences provide a scientific explanation for the great diversity of organisms as evidenced by the fossil record. They examine how different species are related by descent from common ancestors. Students are able to explain how organisms are classified based on similarities that reflect their evolutionary relationships, with species being the most fundamental unit of classification.
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| | Benchmark 5: Matter, Energy, and Organization in Living Systems:
Students describe the need of living systems for a continuous input of energy to maintain chemical and physical stability. They explain the unidirectional flow of energy and organic matter through a series of trophic levels in living systems. Students investigate the distribution and abundance of organisms in ecosystems, which are limited by the availability of matter and energy and the ability of the living system to recycle materials.
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Standards compiled from learning activities:
| | | | | | | | | | | WY - Wyoming State Standards (Updated) | | • Subject : SCIENCE
| | • Grade Level : GRADE SPAN 9-12
| | • Content Standard 1: CONCEPTS AND PROCESSES: In the context of unifying concepts and processes, students develop an understanding of scientific content through inquiry. Science is a dynamic process; concepts and content are best learned through inquiry and investigation.
| | • Concept : LIFE SYSTEMS
| | Benchmark 1 : The Cell:
Students explain the processes of life, which necessitates an understanding of relationship between structure and function of the cell and cellular differentiation. They identify activities taking place in an organism related to metabolic activities in cells, including growth, regulation, transport, and homeostasis. Students differentiate between asexual and sexual reproduction.
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Assessment Activity (ies):
District Assessment: Cells
BOE Assessment: Many Sides
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Criteria:
See attached rubrics
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Unit Rubrics:
See BOE Activity
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Expectations and Assistance:
The students will need to know how to write a letter in the appropriate format. This is done in co-ordination with Mrs. Odenbach in the LA department. Students can get format help, or interpretation help, but can not recieve help on communication or concepts.
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| GOALS |
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Concepts & Skills: Previously Acquired:
Earth Science discusses one of the issues of coal bed methane. Also, the students will have already been taught how to write letters to the editor by Mrs. Odenbach in LA as freshmen. Knowledge of computers and word processing software will help.
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Concepts & Skills: Instruction Needed:
Students will gain refresher instruction on letter format. Students will need instruction on cells, and cellular function.
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Technology Enhancements:
Students will use computers to write responses to the activities. Additionally, students will use microscopes to look at cells, and identify cellular organelle. Paper, pencil, graphic organizers as needed.
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| IMPLEMENTATION |
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Learning Activities:
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Correctives and Enrichments:
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Resources and Unit Handouts:
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